Career connected learning topic of Rural Pathways conference

At 21 locations across the state of Washington, participants of the Rural Pathways to Prosperity conference on May 9 gathered to discuss and learn about the importance of career connected learning for young people.

The topic was a follow-up discussion from the Governor’s Summit after attendees wanted to know how to attract and connect young employees to the work force in rural communities.

New America Deputy Director for the Center on Education and Skills Brent Parton spoke first regarding the power of networks and people in moving forward with connecting young people to jobs.

Parton explained the traditional course of education does not seem to be working as well as it did in the past. There is a lack of practical learning for skills needed in the workforce, and students do not receive that type of instruction as part of their daily or required course work.

Only 50 percent of high school students who attend college for secondary education will actually graduate from the program, Parton explained.

There needs to be opportunities created for those who want to pursue secondary education, as well as those individuals who want to enter the work force immediately or learn a trade job, he added.

Employers statewide, not only in rural communities, are having issues finding skilled labor to fill vacant positions, Parton explained. For years, the push has been for students to attend college after high school, but with degree inflation, there is now a void for skilled labor positions and a longer time to hire for open positions.

Parton said one key element to solving the problem is for employers to offer in office learning and training for employees. There is also a need to build clear career paths with young people, but offering job shadows, internships and apprenticeships.

The employee demographic is changing nationwide, and while less people are moving to larger cities, they are also still leaving rural communities as well. Parton said it is crucial for rural communities especially to find ways to offer career connected learning to students in high school as a way to not only attract them to the career field, but also encourage them to stay within their community to work.

Parton said it is important to understand the learning opportunities cannot be the sole responsibility of school districts, but it instead needs to be a partnership between schools and businesses. The best option is to start offering workplace learning with younger students and provide more options to those interested in career connected learning opportunities.

While career connected learning provides young people with practical experience, Parton said there are issues that arise, especially in rural communities. These can include a lower capacity of availability of programs, lack of resources, higher costs to participate, distance and transportation conflicts, and technology issues.

Parton explained the assets of the program include motivated employers, integrated communities, incentives and an interest in engaging with youth.

Creating a high quality career for a student can have residual, positive, long-term effects, Parton explained. Throughout the U.S., there are apprenticeship programs available to youth to help them learn more about the career field they are interested in.

In rural communities, Parton explained businesses and school districts need to creatively leverage community assets by building partnerships with local industries and sector work.

Parton said rural communities need to find the resources they can draw from, and implement programs that work well within the local business community. Support and research training, networking and partnership are all crucial to creating successful career connected learning, he stated.

Office of Superintendent of Public Instruction (OSPI) Superintendent Chris Reykdal spoke about how to link technical education resources with job-learning experiences.

Reykdal stated in Washington, the greatest workforce is the high school diploma, but there are still 20 percent of students statewide who do not earn their diploma. After high school, 25 percent of graduates do not engage in any post secondary education, he added.

While the high school diploma rate is increasing, the need for work-based learning is crucial for youth.

Reykdal explained the states career and technology programs has an advisory board that is focused on creating opportunities for students to receive credit through their school when working for a business.

He added business owners also need to step up and serve in advisory roles and as mentors to help students gain real work experience in the workforce.

For years, Reykdal said the business community pushed for soft skills to be taught as a part of coursework in the schools, as those graduating and entering the workforce lacked the basic skills necessary to do their job.

Internships are vital for young students, especially for those who are undecided or uninterested in post secondary education.

For years, there has been a push for students to earn degrees, but there is a growing need in the trade industries as well. Reykdal explained there will always be a need for employees with degrees, but there currently a greater need in the trade industries.

Reykdal explained businesses can be involved with student learning in multiple ways, such as donating equipment to schools for practical based learning, or partnering with school districts for grants to help with career connected learning within the business’ office.

Reykdal said the state is currently unsettled with what it wants to require from students. Seat time, hours and exam-based learning have all been implemented, but now there is the need for a shift to occur as it has taken away from students’ ability to have opportunities within the business community.

One important change at the state level is students can now receive a diploma before they have completed state testing, Reykdal explained.

He added there is also growing support for state equivalencies to count as credit for students. This would be based on students receiving business training that is equivalent to class hours and could replace the need for the students to take a specific course.

Reykdal said there needs to be ways for high school students to earn credits and work experience, especially as juniors and seniors. He encouraged communities to consider high school and beyond programs, as well as providing resources for learning, like Microsoft IT courses.

At the conclusion of the presentations, the individual sites discussed how the discussion pertained to their specific community. In Ritzville, the participants focused on the business opportunities and partnerships that could be available for students.

The group worked to create a list of business and industries within the local community who may be interested in offering internships or career-based learning through their office.

Members of the Ritzville Partnership Group agreed to continue to pursue options and work with the incoming administration at the local school districts, and help be liaison between the business community and the schools.